Community interpreter training

Niska, Helge

doi:10.1075/btl.43.14nis

Cited by 30 publications

(19 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When asked whether anyone can be trained as an interpreter, Helge Niska, a veteran interpreter trainer at Stockholm University, replied: "In principle I would say yes, but in practice time constraints and limitations on financial resources make it advisable to select the people who need least training" (Niska 2002). While the "born or made" debate has definitely shifted towards "made" (Mackintosh 1999;Kalina 2000), not everyone remains as optimistic as Niska, certainly not in the spoken language conference interpreting field.…”

Section: Introductionmentioning

confidence: 98%

Learning styles, motivation and cognitive flexibility in interpreter training

Timarova¹,

Salaets²

2011

INTP

View full text Add to dashboard Cite

Admission testing for conference interpreter training programmes traditionally focuses on skills directly related to the interpreting skills, and while soft skills, such as motivation, are recognised as important, they are not systematically tested or researched. The present study attempts to address this gap by exploring three traits and abilities, namely learning styles, motivation and cognitive flexibility, and to relate them to students' self-selection for interpreting and to their success on final exams. Three tests were used to compare a group of self-selected interpreting students and applicants (n = 32) and a subgroup of conference interpreting students (n = 14) to a control group of undergraduate students (n = 104), from among whom the majority of Lessius University College interpreting students are recruited: the Inventory of Learning Styles (Vermunt & Rijswijk 1987), the Achievement Motivation Test (Hermans 1968(Hermans /2004 and the Wisconsin Card Sorting Test (Grant & Berg 1948). The results show that self-selected interpreting students are cognitively more flexible and are less negatively affected by anxiety. Compared to the control group, successful conference interpreting students, but not unsuccessful students, are cognitively more flexible and benefit more from some level of anxiety. Moreover, all conference interpreting students are less affected by stress than the control group and seem to have more clearly developed learning preferences.

show abstract

Section: Introductionmentioning

confidence: 98%

Learning styles, motivation and cognitive flexibility in interpreter training

Timarova¹,

Salaets²

2011

INTP

View full text Add to dashboard Cite

show abstract

“…In 2006, almost 17% of the population in Sweden had a foreign background and at least 150 different languages were spoken. An official interpreter service started in Sweden in the late 1960s, and training courses for interpreters have been organized since 1968 at an academic level and as vocational courses [Niska 2004, Statistiska centralbyrån (SCB) 2006]. In Gothenburg, Sweden’s second largest city, an interpreter centre is established.…”

Section: Introductionmentioning

confidence: 99%

Nurse radiographers’ experiences of communication with patients who do not speak the native language

Fatahi

Mattsson

Lundgren

et al. 2010

Journal of Advanced Nursing

View full text Add to dashboard Cite

show abstract

“…The underlying principle of Niska's (2002) model is that interpreters fulfil more than one role and, more importantly, do so simultaneously. This is indicated in Figure 3 by both the smaller and the larger arrows which point towards the interpreter's versatility.…”

Section: A Normative Role Description For Educational Interpreting Anmentioning

confidence: 99%

Educational interpreting: A dynamic role model

Kotzé

2014

SPiL Plus

View full text Add to dashboard Cite

This article aims to describe the challenges faced by educational interpreters within a professional context with regard to role fulfilment and existing role models. This will be carried out by exploring the notions of 'roles' and 'norms' within Translation Studies (which includes interpreting) and investigating how these relate to and influence educational interpreting. The article will offer findings emanating from an extensive study and, by adopting a normative approach, provide an adapted role model specifically designed for educational interpreting.

show abstract

Community interpreter training

Cited by 30 publications

References 0 publications

Learning styles, motivation and cognitive flexibility in interpreter training

Learning styles, motivation and cognitive flexibility in interpreter training

Nurse radiographers’ experiences of communication with patients who do not speak the native language

Educational interpreting: A dynamic role model

Contact Info

Product

Resources

About